Palabras clave

Aprendizaje, enseñanza presencial, enseñanza online, universidad, innovación educativa, neuroeducación

Resumen

Este trabajo tiene como objetivo registrar y analizar, mediante el uso de neurotecnología, en un contexto formativo universitario presencial y online, el efecto que tiene en variables relevantes en el proceso de aprendizaje, lo cual supone una innovación en la literatura. En este estudio se ha empleado tecnología de neurociencia para medir el procesamiento cognitivo de los estímulos diseñados para una experiencia académica de una clase de máster universitario. Las neurotecnologías empleadas han sido la respuesta galvánica de la piel (GSR), la electroencefalografía (EEG) y el seguimiento ocular. Tras el análisis de los registros cerebrales, basados en la atención, interés, estrés y conexión emocional (engagement), en un contexto educativo presencial y su análisis comparativo con el seguimiento online, los resultados indicaron que los niveles de intensidad emocional de los alumnos que siguieron la clase de forma presencial son más elevados que aquellos que asistieron de forma online. A su vez, los valores de actividad cerebral positiva (atención, interés y engagement) son superiores en el grupo de asistencia presencial, siendo la variable negativa estrés también superior, pudiendo justificarse debido a que los alumnos conectados online no activaban la cámara. Los registros cerebrales de los alumnos que asisten a distancia muestran menor interés y atención, así como una menor intensidad emocional, por lo que el aprendizaje a distancia (online) es menos efectivo, a efectos de señales cerebrales, que la enseñanza en el aula, para una clase teórica de máster universitario.

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Ficha técnica

Recibido: 25-12-2022

Revisado: 22-01-2023

Aceptado: 23-02-2023

OnlineFirst: 30-05-2023

Fecha publicación: 01-07-2023

Tiempo de revisión del artículo : 28 (en días) | Media de tiempo de revisión de los manuscritos del número 76: -6 (en días)

Tiempo de aceptación del artículo: 60 (en días) | Media tiempo aceptación de los manuscritos del número 76: 72 (en días)

Tiempo de edición OnlineFirst: 143 (en días) | Media tiempo edición de los OnlineFirst del número 76: 155 (en días)

Tiempo de publicacicón final del artículo: 188 (en días) | Media tiempo de publicación final de los articulos del número 76: 200 (en días)

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MusREL: A Utility-Weighted Multi-Strategy Relation Extraction Model-Based Intelligent System for Online Education Z Zhu, H Lin, D Gu, L Wang, H Wu… - International Journal on …, 2023 - igi-global.com

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Juárez-Varón, D., Bellido-García, I., & Gupta, B. (2023). Analysis of stress, attention, interest, and engagement in onsite and online higher education: A neurotechnological study. [Análisis del estrés, atención, interés y conexión emocional en la enseñanza superior presencial y online: Un estudio neurotecnológico]. Comunicar, 76, 21-34. https://doi.org/10.3916/C76-2023-02

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